HANDBOOK of Gloria Deo Co-Operative

HANDBOOK of Gloria Deo Co-operative

Gloria Deo Ethos Statement……………………………………………………………2

Classical Philosophy Of Education 4

Some Suggested Readings From A Christian Worldview 9

Membership Responsibilities 10

Application Process 14

Part-Time Teachers……………………………………………………………………….14

Planning Team 15

Curriculum and Mentoring Committee 16

Reimbursement and Billing Procedure 17

Revocation of Membership 18

Hold Harmless Agreement (formerly “Liability Waver”) 19

Quarterly Assessments 20

Index and Forms 22

Gloria Deo ETHOS STATEMENT

Holding fast to the Word of God in a time of relativistic values, Gloria Deo seeks to demonstrate the priorities laid forth in Scripture. In Matthew 22:37-39 Christ’s teaching is clear: a disciple of Christ must first, “‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the greatest commandment. The second is like it, ‘Love your neighbor as yourself.’” The preeminence of the virtue of love is further supported and explained in 1 Corinthians 13.

Gloria Deo seeks to embody a love of Christ in all our relationships. As we seek to do this, we will naturally develop a love for our fellow co-op workers, associates and family members. This will be demonstrated in the following ways:

Honor:

Each person, regardless of age, race, gender, or nationality has unique value and giftedness from God. It is enough that God has made all mankind in His image; He has specifically stated that we are born as gifts from the Lord; we will honor each other. This is indeed commanded in Scripture, “honor one another above yourselves….” We will show honor to all, whether they are present or not. (Ps. 127:3; Rom. 12:10)

Freedom and deference:

Our relationship is one of freedom in Christ and living by the Spirit. This life is not to fulfill the desires of our flesh, but to glorify God. As we pursue Christ, we will not knowingly allow our freedom to be a stumbling block to others. We will show deference to one another by limiting our freedom for the good of another. We will assume the best of one another recognizing that each person serves God according to his own conscience. (1 Cor. 8, Rom. 14) This pertains to all areas of standards and cultural issues.

Humility:

Scripture is clear that we are “…not...competent in ourselves to claim anything for ourselves, but our competence comes from Christ.” “The man who thinks he knows something does not yet know it as he ought to know.” Recognizing this, we desire to manifest a dependence on Christ in all our endeavors and a realization that all good comes from the Father. This is true humility and will result in an openness and interest in others’ opinions and contributions because the work is not our own, but the Lord's. The accomplishments are dependent upon the Spirit, rather than our own abilities and thoughts. Christ is our greatest example of humility and concern for the needs of others. (2 Cor. 3:5; 1 Cor. 8:2; 1 Cor. 1:19-31; Phil. 2:1-11)

Communication:

“Speaking the truth with love,” is characterized by gracious, honest speech, and open, direct communication. All effort should be made to avoid gossip and to follow the Matthew 18 model. Likewise, all effort should be made to encourage one another and demonstrate respect towards one another. (Eph. 4:15; Matthew 18:15-17; Eph. 4:29-32)

Grace:

God’s unmerited favor has given us a relationship with his Son. We stand daily in that grace despite our utter unworthiness. As recipients of such a gift we will be grace-givers toward one another. Grace does not always equal leniency. Grace is giving goodness to others despite their unworthiness. That goodness can be manifest in word, deed, example and attitude. It is a wonderful blessing to all to give and receive grace. (Eph. 2:1-10, Phil. 2: 1-11)

Diligence:

Whether teacher or student, adult or child, every member of Gloria Deo will seek to work diligently at the tasks set before them, “with all your heart, as working for the Lord, not for men…” Man’s appreciation or recognition of our labors will vary, God will always justly reward our service to Him. Our diligence will also be a response to the commitment and interdependent relationship we have with one another. (Col 3:23-25, Eph. 6:7-8)

CLASSICAL PHILOSOPHY OF EDUCATION

This paper is an overview of the Gloria Deo Cooperative interpretation of a Christian classical method and some of its applications. The emphases and course offerings relect these. However, all subjects and courses mentioned in this paper are not available or offered within a given year as the Gloria Deo program is subject to the availability of teachers and time constraints within a given year. As stated in the application process, members are committed to the full program; membership is not open to those who wish to selectively choose from courses, etc. This has been established to provide a consistent program and to fulfill a specific niche in the home schooling community. While adherence to the full program has been and continues to be expected, electives have been established, and are noted as such. The courses chosen as electives have been such due to a number of factors including: availability in the time schedule (e.g. high school science), recognition of a specific course being optional within our classical framework (e.g. drama), the desire of parents to provide sole instruction in a course (e.g. theology), and cost for instruction (e.g. art classes with someone from outside of the co-op), etc. There are many wonderful books and articles that would give more depth to this approach. A list of a few suggested readings follow this overview.

The Tools of Learning:

· inquiry

· skills of reasoning

· skills of prudent judgment and effective expression

These tools are coupled with:

§ a thorough grounding in core subjects

§ a good understanding of history applied to all subjects

§ theology and ethics

These tools will enable the student to make independent, biblically grounded decisions, despite popular thought. It will also equip the student to persuade others in the application of a biblical world view.

An Emphasis on the Western Civilization

Christianity began in a Roman culture, and its spread is also the story of Western Civilization. Core classical disciplines are a reflection of a focus in this area (classical literature, classical history, philosophy/logic, Latin, foreign language, rhetoric, mathematics, science).

A Focus on Language

1. The study of grammar and language rules (e.g. phonics, spelling)

2. A study and appreciation of foreign language, especially Latin: the foundation for precise thinking, mental discipline, English vocabulary study, appreciation of classical and English literature, study of the Romance languages and of course, et cetera

3. Study of rhetoric, persuasive speech and good forms of expression

Application to Other Classically Relevant Subjects

Examples of these are the fine arts, physical education, health, practical arts.

A Systemized Approach Using the Trivium

1. History is a chronological study starting at the beginning of time, continuing to the present. Use of a timeline provides a framework for fitting all historical thoughts together. We suggest covering history from ancient time to the present during each stage of the Trivium.

2. Literature is best keyed to the study of history

3. Science ideally is studied in a four year pattern that roughly corresponds to the historical periods of scientific discovery: biology, (classification and the human body), earth science and basic astronomy, chemistry, and then physics (and computer science).

Stages of the Trivium (grades listed are guidelines)

1. Grammar/Knowledge Stage (Grades K-4)

Appropriate goals during this stage:

· to provide building blocks for all other learning are laid here

· to accumulate raw data and information that is important

· to memorize whole categories of facts through rote memorization and copy work

· to use methodologies which facilitate visual, auditory and tactile learning

· to recite prose, poetry, and songs

· to study the structure of language

· to develop skills in comprehension

Subjects and their possible topics, goals, and/or methods:

Theology/ Bible

· books of the Bible, Creeds, Catechism, the Lord’s prayer, Ten Commandment

Language Arts

· learn grammar rules and parts of speech, using recitation/jingles and diagramming phonics and spelling rules - with songs, games, visuals

Latin

· memorize endings

History and Geography

· read-aloud stories (relate to a time line)

· use role-playing, songs, maps

· memorize facts - states, countries, names, places, dates, continents, geographical feature

Science

· Goals - Arouse enthusiasm and satisfy natural curiosity

Accustom child to reading and writing as a method of discovery

Teach child how to observe carefully

Show science to be a coherent field of study with its own rules

Introduce child to the vocabulary of science

· Method - Study those aspects of science which the child finds naturally interesting

Read about each subject; write briefly

Focus on observation-centered study (not deduction-based study)

Use a science “spine” that concentrates the child’s attention on a single area

Find a program which uses and explains proper vocabulary

Math

· drill facts (+ ,- ,x , /) ( <, >)

· use recitation, games, charts, rhythms, place value charts, skip counting measurements, geometric figures, calendar facts

Other Classes:

Health and safety, Manners, Fine Arts, Physical education.

2. Logic/Understanding Stage (Grades 5-8)

Appropriate goals during this stage:

· to provide tools for the organization of facts

· to analyze and comprehend relationships between facts

· to develop abstract thought (“why“)

· to study cause and effect

· to integrate different fields of knowledge

· to analyze logical reasoning based on known facts, syntax and analysis

· to read essays, argument, and criticism

· to study plot, character, foreshadowing, literary techniques, and the message

· of the author

· to write essays and begin research by use of the library and reference materials

· to present speeches

· to learn how to use language, including define terms and making accurate statements

· to construct an argument

· to detect fallacies and invalid inferences

Subjects and their possible topics, goals, and/or methods:

Theology/Bible

· conduct, morals, the rational structure of Christian thought, clarifying the relations between dogma and ethics

· learn Biblical teachings on the Trinity, deity of Christ, the sinfulness of man, creation

· as children are reading, they should ask what each author is saying about:

-the nature of God, the universe, and man

-the basis for ethics and morality; the cause of evil and suffering

-what happens to man after death

-the meaning of history

Language Arts

· Diagramming, mechanics of composition, prepare and present compositions for peer review

· Develop reading comprehension, study literary devices

Latin

· begin systematic study (of Latin grammar especially)

Logic

· informal and beginning formal

History and Geography

· begin analyzing events, share narratives or book reports

· reasons for wars, migrations, inventions, forms of government

· study New York on a rotating basis

· continue memorization and recitation of facts - states, countries (use songs, maps)

· Roman history

· hands-on activities

Math (elective)

· reinforce facts, apply with activities and learning aids, practice computations

· progress from such things as story problems to the proofs of algebra or geometry

· syllogism in its particular application to number and measurement

Science(elective)

· Goals - Teach the proper use of the scientific method

Teach the limits and biases of the scientific method

Accustom child to proper record-keeping methods

Lead child into an understanding of the goals and limits of each scientific field

Teach child to follow a logical progression of thought

· Method - Focus on one field of study long enough to learn its procedures

Use a curriculum that focuses on experimentation and deduction

Require proper record-keeping

1. What question am I trying to answer?

2. What could the answer be?

3. How will I test this answer?

4. What result did I get?

5. Does this agree with the answer I though I would get?

If not, what answer should I give instead?

Teach child to question the basic assumptions of the text

Use multiple sources

Look for logical fallacies and presuppositions

Other classes may include(elective): Health, Home-ec, Music, Art, PE, Drama

3. Rhetoric/Wisdom Stage (Grades 9-12)

Appropriate goals during this stage:

· to derive principles (after analyzing the

· “what” and ”why” of relationships)

· to apply what is comprehended

· to use expressive communication of understood principles (in clear, forceful, elegant language)

· to write a thesis and defend it against criticism

· to develop originality, creativity

· to begin to specialize in a particular branch of knowledge

Subjects and their possible topics, goals, and/or methods:

Theology/Bible

· learn how to present and defend the faith (apologetics)

· learn to critique world views that set themselves up against God and His Word

Language Arts, Reading and History

· study/analyze “Great Books”

· study cause and effect

· apply historical research to views in economics, science, government, civics

Latin

·  Latin is to be completed until Latin 2

·  Latin 3 and beyond may be offered as an elective

Formal logic and Rhetoric

· utilizing logic properly in forming positions

· gaining mastery in rhetoric : the art/science of using words effectively in speaking or writing so as to influence or persuade [composition, research papers, speech, debate]

Science(elective)

· Goals - Instill a technical knowledge of the scientific disciplines

Help the student understand science as a “human endeavor”

Put science into its historical and social context

Use science as a way to discuss ideas

· Methods - Use a technically thorough, upper-level science text

Pursue an outside course of “science reading” in chronological order

Discuss the philosophical issues raised by each field of science

Trace the development of technology through history

Question the “facts.” Always ask: why did this idea arise at this time?

Math(elective)

· Lab and/or tutoring

· apply to surveying, economics/accounting, engineering/technologies

Specialized Studies(elective) in other areas such as: Health, nutrition, Home economics